A Quote by Emma Goldman
All claims of education notwithstanding, the pupil will accept only that which his mind craves.
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Notwithstanding the trouble, notwithstanding the argument, notwithstanding the increasingly heavy hand of government, notwithstanding the spirit of arrogance we so often display, notwithstanding the growing tide of pornography and permissiveness, notwithstanding occasional corruption in public office and betrayal of sacred trust-I marvel at the miracle of America.
There is, I think, no point in the philosophy of progressive education which is sounder than its emphasis upon the importance of the participation of the learner in the formation of the purposes which direct his [sic] activities in the learning process, just as there is no defect in traditional education greater than its failure to secure the active cooperation of the pupil in construction of the purposes involved in his studying.
A master in the art of living draws no sharp distinction between his work and his play; his labor and his leisure; his mind and his body; his education and his recreation. He hardly knows which is which.
The good citizen will demand liberty for himself, and as a matter of pride he will see to it that others receive the liberty which he thus claims as his own. Probably the best test of true love of liberty in any country is the way in which minorities are treated in that country. Not only should there be complete liberty in matters of religion and opinion, but complete liberty for each man to lead his life as he desires, provided only that in so doing he does not wrong his neighbor.
Any piece of knowledge which the pupil has himself acquired- any problem which he has himself solved, becomes, by virtue of the conquest, much more thoroughly his than it could else be. The preliminary activity of mind which his success implies, the concentration of thought necessary to it, and the excitement consequent on his triumph, conspire to register the facts in his memory in a way that no mere information heard from a teacher, or read in a schoolbook, can be registered.
Often nothing keeps the pupil on the move but his faith in his teacher, whose mastery is now beginning to dawn on him .... How far the pupil will go is not the concern of the teacher and master. Hardly has he shown him the right way when he must let him go on alone. There is only one thing more he can do to help him endure his loneliness: he turns him away from himself, from the Master, by exhorting him to go further than he himself has done, and to "climb on the shoulders of his teacher."
Self-respect to be nourished in the mind of the pupil, is one of the most valuable results of a well conducted education.
But as Nature is the best guide, teaching must be the development of natural inclinations, for which purpose the teacher must watch his pupil and listen to him, not continually bawl words into his ears as if pouring water into a funnel. Good teaching will come from a mind well made rather than well filled.
Every man finds a sanction for his simplest claims and deeds, in decisions of his own mind, which he calls Truth and Holiness.
Let our pupil be taught that he does not belong to himself, but that he is public property ... He must be taught to amass wealth, but it must be only to increase his power of contributing to the wants and demands of the state... [Education] can be done effectually only by the interference and aid of the Legislature.
The most desirable mode of education, is that which is careful that all the acquisitions of the pupil shall be preceded and accompanied by desire . . . The boy, like the man, studies because he desires it. He proceeds upon a plan of is own invention, or by which, by adopting, he has made his own. Everything bespeaks independence and inequality.
The secret of education lies in respecting the pupil. It is not for you to choose what he shall know, what he shall do. It is chosen and foreordained and he only holds the key to his own secret.
I will venture to maintain that where the teacher is not pleasing to the pupil, there is no education.
You may dazzle the mind with a thousand brilliant discoveries of natural science; you may open new worlds of knowledge which were never dreamed of before; yet, if you have not developed in the soul of the pupil strong habits of virtue which will sustain her in the struggle of life, you have not educated her, but only put in her hand a powerful instrument of self-destruction.
A state is absolute in the sense which I have in mind when it claims the right to a monopoly of all the force within the community, to make war, to make peace, to conscript life, to tax, to establish and disestablish property, to define crime, to punish disobedience, to control education, to supervise the family, to regulate personal habits, and to censor opinions. The modern state claims all of these powers, and, in the matter of theory, there is no real difference in the size of the claim between communists, fascists, and Democrats.
An education which does not cultivate the will is an education that depraves the mind.
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